Module 3-Unit 2 The sun is shining.-ppt课件-(含教案+视频)-市级公开课-外研版六年级下册（一起）英语(编号：3001e).zip

The sun is .MoModudulele 3 3 U Un nit it 2 2 shining What are they doing?What are they doing?What are they doing?What are they doing?What are they doing?What are they doing?What are they doing?What are they doing?What are they doing?What are they doing?What are they doing?cryingflyingflydrycryThe baby is crying.The girl is crying. the sun is shining.In this photo,The birds are singing in the .treesstarting to rainflying awayIts and the birds are .Now look at this photo. And in this photo, it is raining. The ducks are eating our sandwiches.its raining. The children are jumping in the water. In this photo, In this picture, the sun is . The bird is . The apples are . The girl is . Shes very happy. shiningeatingfalling downlistening to musicTask: Share your stories and write them down.Task: Share your stories and write them down.Life is not a lack of beauty, but the lack of observation.生活生活中不是缺少美美，而是缺少发现发现美的眼睛。Love life, love ourselves.爱爱生活，生活，爱爱自己。自己。Homework1.Listen and read the text P17-19 for 3 times with emotion.2.Finish your writing and share in the QQ group.T TH HA ANNK K Y YO OU U新标准英语（一起）六年级下册新标准英语（一起）六年级下册Module 3 Unit 2 The sun is shining. 1整体设计思路、指导依据说明本课根据英语课程标准的理念设计而成。通过文本的学习，复习巩固现在进行时的表达，并层层提升，引导学生看图提问和回答，看图讲述故事，分享自己的经历或见闻并写成小短文，从而培养学生自主学习的良好习惯和自信学习的良好品质。2教学背景分析1.教学内容 本课时是外研版新标准英语（一起）六年级下册 Module 3 Unit 2 The sun is shining.的内容。主要通过课文 Daming 拍摄的三张照片的学习，复习和巩固一般现在进行时的用法，引导学生描述图片，看图讲述故事，分享自己的经历或见闻并写成小短文。2.学生情况分析 六年级的学生，已掌握了相当的词汇量，具有一定的英语学习的自觉性和主动性，具备了相对程度的英语综合运用能力。 “Having a picnic”这个故事情节在之前有出现过，是学生比较熟悉的，因此，在文本教学不需要花太多时间，重点在引导学生学会如何描述图片、讲述故事，分享自己的经历或见闻并写成小短文。因而可以大胆地放手，让学生自主学习。3教学目标分析1.知识与技能（1）能听、说、读并理解词汇：shining 、crying（2）能听懂、会说、认读句式： The sun is shining. The birds are singing in the trees.Its starting to rain. The birds are flying away.Its raining. The ducks are eating our sandwiches.（3）能借助图片，回答老师的提问,读懂和朗读课文，并学习如何看图描述。（4）借助图片或照片分享自己的经历或见闻并写成小短文。2.学习策略（1）积极与小组成员合作，共同完成学习任务。（2）在学习过程中，锻炼学生自主学习的能力。3.情感态度 让学生体会学习英语的乐趣，激发学习英语的热情，培养学生合作互助的良好品质和学习自信心。4教学重点、难点分析 (1) 能借助图片，回答老师的提问,读懂和朗读课文，并学习如何看图描述。(2)借助图片或照片分享自己的经历或见闻并写成小短文。5教学过程设计(中文为主 + 所教学科目标语言）Step 1.Warming up1. simple greetings.2. Free talk.T: Whats the weather like today?T : Whats the weather like in the picture ? 3 Brainstorm.T: There are some photos about actions. Lets have a review .T:What are they doing?Ss: Theyre playing basketball.(playing Hulusi/eating and drinking/blowing bubbles/doing a play/playing a game/dancing/listening to music)【设计意图设计意图】课前英文歌曲和简单问候，把学生带入快乐的英语学习氛围，活跃课堂气氛，在对话中自然地导入课题，并对 shining 进行操练，然后出示一组与学生相关的照片，用于一般现在进行时的复习，也为下文的学习做了很好的铺垫作用。StepStep 2.Presentation2.Presentation 1. Learning Activity 1T: Look, whats that？Whats it doing ? Ss：Its a bird. . Its flying.T：But look at the dog, whats it doing?Ss: Its running.T：Yes! The dog is running and crying.( 教授生词 crying.) fly dry-cry Lets see why?（课件出现文本图片:小鸟叼走了小狗的骨头，小狗哭叫追逐。)T: What a naughty bird! The bird is taking away the dogs bone. Now, lets say the chant together.【设计意图设计意图】通过问答引导学生观察文本图片，在情境中学习生词 crying，而后在创设的情景中操练，最后，在朗朗上口的韵律中巩固。2. Learning Activity 2T: As we know, Daming went to have a picnic with Simon and Simons mother. Here are three photos about the picnic. Lets have a look.T: Now boys and girls,look at photo 1. What can you see? Whats the weather like?Ss: The sun , birds , trees. The sun is shining.T: What are the birds doing ?Ss: They are singing in the trees. T: So we can say : In this photo, the sun is shining. The birds are singing in the trees.T: Lets make a conclusion: when we describe a picture, we can talk about weather who what are they doing ?T: And look at photo 2. Whats the weather like? Is it raining ?S: Yes, its starting to rain. T: Who?Ss: The birds.T: What are the birds doing?Ss: Theyre flying away.T: So we can say: Now look at this photo. Its starting to rain and the birds are flying away.(课件随着问答先呈现 starting to rain，再出现 flying away，最后是整个描述。 ）T: Now try to describe Photo 3 with “these”. T: Who can have a try? S1: . Ss:. And in this photo, it is raining. The ducks are eating our sandwiches .【设计意图设计意图】通过观看课文视频，整体感知文本。然后根据文本内容提问，帮助学生总结图片 1 的描述，图片 2，只出现动词词组，让学生根据提示描述图片，最后一张图，让学生自己描述。培养学生的思维能力，为学生集体看图说话和自主看图说话做了充分的准备。3. Listen and imitateT: Skill comes from practice. So lets do some imitation.【设计意图设计意图】仿读目的是让学生模仿正确的、地道的语音、语调，培养语感，加深对课文的整体印象。Step 3. Practice1. Talk about a picture then write down In this picture,its raining. The children are jumping in the water.2.Show 4 pictures and discuss in group. Then describe in the way: 【设计意图设计意图】在文本学习的基础上，让学生巩固单张图片的描述能力，使他们的口语表达得到锻炼，为复杂大图的描述做准备。3.Show a picture drawn by my daughter and describe.T: Two weeks ago, my daughter and I went to Kaiyuan Temple.When we came back, she drew a picture. Lets have a look.This is the picture. What can you see? In this picture, the sun is shining。 The bird is eating The apples are falling down The girl is listening to music Shes very happy. 【设计意图设计意图】呈现教师的文本，为学生提供范例，真实情景导入大图，引导学生描述，消除学生的惧怕心理，根据学生的心理发展规律，由易及难，层层推进，为下个环节的输出做准备。Step 4. Production1. Share their own stories in group. T: Boys and girls, time to take out your pictures .Who wants to share here?T: Now, talk about your stories in group. 【设计意图设计意图】在小组内分享自己的经历或见闻，从真实的生活实际出发，让学生巩固和拓展语篇中学到的语言知识，发展学生真实表达能力，达到学以致用。2. Try to write down the stories.【设计意图设计意图】在能够描述图片的基础，加强笔头练习，把自己的经历或见闻写成小短文，在收获进步的同时，培养学生学习的自信心。3.Moral education Life is not a lack of beauty,but the lack of observation. Love life ,love ourselves.【设计意图设计意图】情感升华，引导学生善于发现生活的美，树立爱生活、爱自己的理念。StepStep 5.Homework5.Homework1. Listen and read P17-19 three times with emotion.2. Finish your writing and share in the QQ group.【设计意图设计意图】作业是课堂学习的有效补充和延伸，学生们通过多听多模仿，进一步巩固所学知识。引导学生分享自己的作业到 QQ 群，互相学习，共同进步板书设计板书设计 6教学评价设计评价内容评价内容：对学生的课堂表现情况，与老师同学之间的互动情况，理解本课知识、图片信息处理、敢于表达和合作学习的能力，参与活动的积极性等进行评价。评价方法评价方法：在教学评价方法上，注重结果也注重过程，培养学生学习英语自主性和自信心。在本节课中，不仅有教师对班级整体、学生个体的评价，还有学生互评，充分体现新课程强调的以学生为主体的评价原则。（2）由于是六年级学生，主要是利用眼神、手势，或利用课堂评价语言对学生进行评价，如：Good！Great!Well done!Good boy!/Good girl !All of you did a good job!Youre right /great!等，都能及时评价学生的表现，对学生起着赞扬、肯定和鼓励的作用，积极的促进了课堂教学的效果，增强学生的自信心。【设计简评设计简评】泉州市小学英语教研员林平珠老师：1.课堂精彩无限，教学设计和教学过程充分体现教师主导，学生主体。将学生置身于情境中，师生之间有效互动，充分调动学生的知识储备，听说读写能力得到巩固和拓展。语言实践是本课的亮点。文本 3 三张图的处理层次分明，逐步放手，引导到位，效果明显。板书三个关键词“weather”“who” “what”重点显示，清晰明了。2.知识学习与技能培养相辅相承，充分的知识输入和方法引导，为后面的自主学习做了准备， “提领而顿，百毛皆顺” 。文本与生活实现无痕链接，恰到好处。环节清晰，过渡自然，学生互动积极。3.激情导入，引导学生积极开口说，搭建了足够的“脚手架”让学生自信学习。创设情境教授新词，渗透自然拼读，提供关键词引导学生自主学习。操练到位，背景音乐优美，作业布置层次分明。教师耐心、细心，把自己的生活经历自然融入教学，并引导学生回归生活，表达自我。 Module 3 Unit 2 The sun is shining. Weather Who What shining the birds singing in the treesstarting to rain flyinging away